Assignment 4 Disability Chcdis 001 Chcdis 002 Chcdis 003 Chcdis 007 word file PDF

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Download Assignment 4 Disability Chcdis 001 Chcdis 002 Chcdis 003 Chcdis 007 word file PDF

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Specialising in Disability

Support and Empowerment of People with Disability Version 2.2 Produced 25 January 2018

sessment Workbook 4

CHC33015 Certificate III in Individual Support

As Version control & document history

Date

Summary of modifications made

Version

5 July 2016

Version 1 final produced following assessment validation.

1.0

Rectified minor punctuation and spelling errors in sections: ‘The basic principles of assessing nationally recognised training’ and ‘The rules of evidence’ Added citation in ‘The basic principles of assessing nationally recognised training’ 30 March 2017

Updated Dimensions of Competency Section

2.0

Amended Assessment Methods Requirements Section Updated Intranet logins Removed Feedback Section 25 January 2018

Added Learner Guide Mapping

2.1

Minor changes in formatting Modifications include the following: 27 Apr 2018

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- Updated resource to current style guide. - Minor changes in wording and formatting.

2.2

Version No. 2.2 Produced 27 April 2018 Ambition Training Institute

TABLE OF CONTENTS This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

INSTRUCTIONS.................................................................................................4 WHAT IS COMPETENCY-BASED ASSESSMENT..........................................................5 THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING...................6 THE DIMENSIONS OF COMPETENCY....................................................................... 7 REASONABLE ADJUSTMENT................................................................................ 8 THE UNITS OF COMPETENCY............................................................................. 10 CONTEXT FOR ASSESSMENT...............................................................................11 ASSESSMENT REQUIREMENTS.............................................................................11 ASSESSMENT METHODS................................................................................... 12 RESOURCES REQUIRED FOR ASSESSMENT............................................................ 13 ASSESSMENT WORKBOOK COVER SHEET............................................................. 14 KNOWLEDGE ASSESSMENT............................................................................... 15 Part 1: Skills development using a strengths-based approach............................................ 15 Part 2: Person-centred behaviour supports.........................................................................32 Part 3: Community participation and social inclusion........................................................44 Part 4: Empowering people with disability.........................................................................50 Project Assessment............................................................................................................................................................... 64

PRACTICAL ASSESSMENT.................................................................................. 67 Instructions to Assessor....................................................................................................... 67 Instructions to Student........................................................................................................ 67 Introduction to Case Study.................................................................................................. 68

CASE STUDIES...............................................................................................69 Case Study 1: Mason Gellatly................................................................................................................................................ 69 Role Play Activity................................................................................................................................................................... 77 Case Study 2: Lily................................................................................................................................................................... 81 Role Play Activity.................................................................................................................................................................. 82 Case Study 3: Nancy Belcher................................................................................................................................................. 89

WORKBOOK CHECKLIST...................................................................................96

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INSTRUCTIONS The questions in this workbook are divided into two (2) categories: Knowledge Assessment, and Case Studies. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Case Studies. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

Accessing Intranet Pages and External Links There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue UnderlinedText. To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links.

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WHAT IS COMPETENCY-BASED ASSESSMENT The features of a competency-based assessment system are:  It is focused on what learners can do and whether it meets the criteria specified by theindustry as competency standards.  Assessment should mirror the environment the learner will encounter in the workplace.  Assessment criteria should be clearly stated to the learner at the beginning of the learning process.  Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.  In competency assessment, a learner receives one of only two outcomes competent or not yet competent.  The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.  The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of Competency Assessment in this context can be defined as:  The fair, valid, reliable and flexible gathering and recording of evidence to support thejudgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

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THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment  Assessment must be valid - Assessment must include the full range of skills and knowledge needed to demonstrate competency. - Assessment must include the combination of knowledge and skills with their practical application. - Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.  Assessment must be reliable - Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. - Assessors must be trained in national competency standards for assessors to ensure reliability.  Assessment must be flexible - Assessment, where possible, must cover both the on and off-the-job components of training within a course. - Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. - Assessment must be made accessible to learners through a variety of delivery modes so they can proceed through modularised training packages to gain competencies. - Assessment must be mutually developed and agreed upon between assessor and the assessed. - Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. (Source: Standards for RTOs 2015, Clauses 1.8 - 1.12)

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The rules of evidence When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current:  Valid Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.  Sufficient This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency.  Authentic When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.  Current This relates to the recency of the evidence and whether the evidence relates to current abilities. (Source: Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are: 1. Task skills 2. Task management skills 3. Contingency management skills 4. Job or role environment skills

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REASONABLE ADJUSTMENT Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have:  the same learning opportunities as learners without a disability  the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:  customising resources and assessment activities within the training package or accredited course 

modifying the presentation medium

 learner support  use of assistive/adaptive technologies  making information accessible both beforeenrollment and during the course  monitoring the adjustments to ensure learner needs continue to be met.

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Assistive/Adaptive Technologies Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency.E.g., If the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

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THE UNITS OF COMPETENCY The units of competency specify the standards of performance required in the workplace. This assessment addresses the following units of competency from CHC33015 Certificate III in Individual Support Specialising in Disability:

CHCDIS001 - Contribute Strengths-Based Approach

to

Ongoing

Skills

Development

Using

1.

Contribute to skills assessment.

2.

Assist with ongoing skills development according to individualised plan.

3.

Support incidental learning opportunities to enhance skills development.

4.

Complete documentation.

CHCDIS002 - Follow Established Person-Centred Behaviour Supports 1.

Apply a person-centred approach to minimise behaviours of concern

2.

Review context of behaviours of concern

3.

Provide positive behaviour support according to individualised behaviour support plan

4.

Complete documentation

CHCADIS003 - Support Community Participation and Social Inclusion 1.

Identify opportunities for community participation and social inclusion

2.

Implement strategies for community participation and inclusion according to the individualised plan

3.

Identify, address and monitor barriers to community participation and social inclusion

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a

CHCADIS007 - Facilitate the Empowerment of People with Disability 1.

Demonstrate commitment to empowerment for people with disability

2.

Foster human rights

3.

Facilitate choice and self-determination

For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au

CONTEXT FOR ASSESSMENT To complete the assessments in this workbook, students need to have access to their learning materials and the internet. The Knowledge Assessment and Case Studies may be completed wholly at the student’s home or chosen place of study.

ASSESSMENT REQUIREMENTS The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: 1. Performance Evidence - describes the subtasks that make up the element of the unit 2. Knowledge Evidence -

describes the knowledge that must be applied to understanding the tasks described in the elements

3. Assessment Condition - describes the environment and conditions that assessments must be conducted under

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The associated assessment method in this kit covers all of these components as detailed in the matrix below:

CHCDIS003

CHCDIS007

Knowledge Assessment

CHCDIS002

Assessment Activities

CHCDIS001

Units of Competency















Case Study

ASSESSMENT METHODS This workbook uses the following assessment methods: 1. Knowledge Assessment - A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit. 2. Case Study - Includes detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities.

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RESOURCES REQUIRED FOR ASSESSMENT Assessor to provide:  Case studies and simulations 

Information about work activities

 Templates

Candidate will need access to:  Computer with internet and email access and a working web browser  Installed software: MS Word, Adobe Acrobat Reader 

Access to your local community’s services, agencies, and other resources for the research assignment

 At least three (3) support personnel to participate in a roleplaying activity with you  A mobile device with a camera or other video recording equipment

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ASSESSMENT WORKBOOK COVER SHEET To the candidate: Print this coversheet and complete it by filling in all the required information and affixing your signature in the space provided. Your signature must be handwritten. Scan the completed cover sheet and submit it along with your evidence submissions. Use the filename: CHC33015Subject 4 Cover Sheet.

WORKBOOK:

WORKBOOK 4

TITLE:

Support and Empowerment of People with Disability

FIRST AND SURNAME: PHONE: EMAIL: Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided. By submitting this work, I declare that: 

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessedat this time.

 I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook. 

I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.



This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of qualification or statement of attainment.



I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performan...